Stereotyping based on a students' race and ethnicity threatens their overall academic performances. It is believed that stereotyping significantly contributes to race-based achievement gap. Research has focused on how labeling students causes stress as well as negative thoughts and emotions. In addition, trying to suppress their negative feelings diverts their mental capability from solving problems and answering tests to the best of their abilities. Consequences of stereotyping can extend beyond test performance. Stereotyping has caused students to blame themselves, distance themselves from their stereotyped group, disengage from situations and environments, and self-handicap so that poor scores can be blamed on a lack of studying rather than low intelligence.
It has been proven that stereotyping directly affects academic performances and campus experiences. There was a study done on thirty-two high school students with a focal point on their perceptions of how their race/ethnicity and society’s expectations of them influenced their future successes. The purpose of this study was to show that perceptions of race and ethnicity can impact an individual’s perception of self. The focus was on Asian-American and African-American due to the fact they are known as the “model minority and the inferior minority”. It was proven that even positive stereotyping causes negative effects. Students develop anxiety about meeting high expectations.
Research has also proven minority groups witness different experiences and usually obtain different perspectives on campus culture. Minorities encounter racial-ethnic hostility, greater pressure to conform to stereotypes, less treatment by faculty, staff, and teaching assistants, and more faculty racism. It was found that African Americans encountered the most negative experiences. Latinos were reported as being less represented than any other group. Due to the small population of Latinos, they were seen as less of a "threat". Because of this, Latinos experienced less racism and less racial-ethic conflict. However, it was reported Latino students experience unfair treatment, stereotyping, and pressure to conform to stereotypes.
It has been said the most important problem regarding education in the United States is the significant achievement gaps that separates minority and non-minority students. By closing this gap, it would make tremendous progress towards equality and promote outcomes, such as; educational accomplishments and obtaining higher earnings. As well as reducing crime, and improving health and family structure. The Federal solution is the No Child Left Behind Act of 2001, which requires that the demographic subgroups make “adequate yearly progress” towards proficiency on state tests.
The teacher's perception of students' performances may directly related to the student's race. It has been reported majority teachers are less likely than minority teachers to view minority students as disruptive. This is due to the fact they have lower expectations for those students. The results of the study show that minority students are more likely to be evaluated negatively by a demographically dissimilar teacher. Since teachers directly impact educational opportunities as well as the classroom environment, teacher's are affecting their student's academically; therefore widening the achievement gap.
Another study was done to investigate factors regarding a students' performance on the ACT. There was many factors taken into account, such as; background characteristics, race/ ethnicity, education-related accomplishments and activities, and how perceptions of one's self and others affected their ACT scores. College admission tests, such as the ACT, have been criticized for having “biased” assessments of women and African Americans. While studying racial and ethnic disparities, their findings proved test performance was mostly resulted from the form and quality of academic preparation, despite of race/ethnicity. Statistics also proved race/ethnicity accounted for no more than 1% to 2% of additional discrepancy in ACT scores. These results showed that, regardless of their race/ethnicity, students can increase their chances of doing well on the ACT.
During this study, it was discovered ACT Composite scores were directly correlated with students’ perceptions of themselves and others. On average, parents’ income and education levels were lower for African American students than for Caucasian American students. African American students also had a higher average of destructive situations in their home. In addition, African American students had lower average high school GPAs than Caucasian American students. These stressors can cause a negative impact on a student's capacity of excelling on standardized tests. However, African American students were tested to have better coping strategies than other ethnicities. Students have developed strong sense of self-efficacy, which refers to a student’s resilience. This attests to students' abilities to bounce back from adversity.
The concept of racial identity is not one's race, but rather how one thinks of their race. It reflects upon how one identifies with a particular racial group and how this identification affects perceptions, emotions, and behaviors. These perspectives impact students’ relationships with their teacher and their school work. Some teachers claim to be figuratively “color-blind” in the classroom. This means that these teachers do not relate color to their students. Some of these individuals have never thought about the significance of race in their own lives, others adopted this viewpoint because they think it is impolite or inappropriate to discuss race. However, many physiologists think students need their teachers to acknowledge their racial identity while acknowledging and helping them learn to deal with the challenges that students of color face.
An Iowa classroom teacher, Jane Elliott, created an experiment in the late 1960. In this experiment, she told blue-eyed children that they were less proficient than their brown-eyed peers. The students began to label themselves as inferior or superior, which drastically influenced their academic performances. Elliott reported these labels deeply changed the student's behavior. For example, one blue-eyed student, Carol, changed from being “brilliant, self-confident carefree, excited little girl to a frightened, timid, uncertain little almost-person”. Racial identity affects learning as well as a student's motivation for learning. Racial identity development might internalize the stereotypes about his/hers racial group. It can also cause the student to question their abilities to perform well academically.
Research verifies that the prevalence of racism is alive and real. A study was done to identify the perceptions students and high school teachers have in regards to racism. Researchers compared and contrasted these perceptions in a rural high school located in rural Georgia consisting of 849 total students and 103 minority students . Participants were selected from a group of the 103 ethnic minority high school students and 68 high school teachers. In most schools, race plays a significant role in considering‟ academic achievements and opportunities, social acceptance, and well-being". Minority students often feel unwanted or unworthy in higher level classes because there is a lack of minority enrollment.
Racial stereotyping is deeply embedded into the America's education system. One may find it difficult to change something that has been engraved in the schooling system since it began in the 1700's. However, racial discrimination is still a regular occurrence in this day and age. For example, a group of Caucasian students threw trash, waved the Confederate flag, and yelled racial slurs at minority students. This horrific incident occurred during the month of October in 2007. Communication and open discussion about differences, similarities, and respect for all students is the only way to close the racial gap. Race should not determine how students are treated. Instead, individuals should be judged on the content of their character.
In conclusion, a student's race and ethnicity undeniably affects their academic performance. This effect can be reduced by educating students about the issue and emphasizing their stereotypes do not need to adversely affect their education. Instead, teachers need to inform students that intelligence and academic performance can be improved through effort and hard work. Educators must have high expectations for all students, regardless of race, gender, socioeconomic status, or perceived ability. Student diversity should not be ignored, but rather, embraced and celebrated. Diversity is an educational asset that provides benefits to all students.
It has been proven that stereotyping directly affects academic performances and campus experiences. There was a study done on thirty-two high school students with a focal point on their perceptions of how their race/ethnicity and society’s expectations of them influenced their future successes. The purpose of this study was to show that perceptions of race and ethnicity can impact an individual’s perception of self. The focus was on Asian-American and African-American due to the fact they are known as the “model minority and the inferior minority”. It was proven that even positive stereotyping causes negative effects. Students develop anxiety about meeting high expectations.
Research has also proven minority groups witness different experiences and usually obtain different perspectives on campus culture. Minorities encounter racial-ethnic hostility, greater pressure to conform to stereotypes, less treatment by faculty, staff, and teaching assistants, and more faculty racism. It was found that African Americans encountered the most negative experiences. Latinos were reported as being less represented than any other group. Due to the small population of Latinos, they were seen as less of a "threat". Because of this, Latinos experienced less racism and less racial-ethic conflict. However, it was reported Latino students experience unfair treatment, stereotyping, and pressure to conform to stereotypes.
It has been said the most important problem regarding education in the United States is the significant achievement gaps that separates minority and non-minority students. By closing this gap, it would make tremendous progress towards equality and promote outcomes, such as; educational accomplishments and obtaining higher earnings. As well as reducing crime, and improving health and family structure. The Federal solution is the No Child Left Behind Act of 2001, which requires that the demographic subgroups make “adequate yearly progress” towards proficiency on state tests.
The teacher's perception of students' performances may directly related to the student's race. It has been reported majority teachers are less likely than minority teachers to view minority students as disruptive. This is due to the fact they have lower expectations for those students. The results of the study show that minority students are more likely to be evaluated negatively by a demographically dissimilar teacher. Since teachers directly impact educational opportunities as well as the classroom environment, teacher's are affecting their student's academically; therefore widening the achievement gap.
Another study was done to investigate factors regarding a students' performance on the ACT. There was many factors taken into account, such as; background characteristics, race/ ethnicity, education-related accomplishments and activities, and how perceptions of one's self and others affected their ACT scores. College admission tests, such as the ACT, have been criticized for having “biased” assessments of women and African Americans. While studying racial and ethnic disparities, their findings proved test performance was mostly resulted from the form and quality of academic preparation, despite of race/ethnicity. Statistics also proved race/ethnicity accounted for no more than 1% to 2% of additional discrepancy in ACT scores. These results showed that, regardless of their race/ethnicity, students can increase their chances of doing well on the ACT.
During this study, it was discovered ACT Composite scores were directly correlated with students’ perceptions of themselves and others. On average, parents’ income and education levels were lower for African American students than for Caucasian American students. African American students also had a higher average of destructive situations in their home. In addition, African American students had lower average high school GPAs than Caucasian American students. These stressors can cause a negative impact on a student's capacity of excelling on standardized tests. However, African American students were tested to have better coping strategies than other ethnicities. Students have developed strong sense of self-efficacy, which refers to a student’s resilience. This attests to students' abilities to bounce back from adversity.
The concept of racial identity is not one's race, but rather how one thinks of their race. It reflects upon how one identifies with a particular racial group and how this identification affects perceptions, emotions, and behaviors. These perspectives impact students’ relationships with their teacher and their school work. Some teachers claim to be figuratively “color-blind” in the classroom. This means that these teachers do not relate color to their students. Some of these individuals have never thought about the significance of race in their own lives, others adopted this viewpoint because they think it is impolite or inappropriate to discuss race. However, many physiologists think students need their teachers to acknowledge their racial identity while acknowledging and helping them learn to deal with the challenges that students of color face.
An Iowa classroom teacher, Jane Elliott, created an experiment in the late 1960. In this experiment, she told blue-eyed children that they were less proficient than their brown-eyed peers. The students began to label themselves as inferior or superior, which drastically influenced their academic performances. Elliott reported these labels deeply changed the student's behavior. For example, one blue-eyed student, Carol, changed from being “brilliant, self-confident carefree, excited little girl to a frightened, timid, uncertain little almost-person”. Racial identity affects learning as well as a student's motivation for learning. Racial identity development might internalize the stereotypes about his/hers racial group. It can also cause the student to question their abilities to perform well academically.
Research verifies that the prevalence of racism is alive and real. A study was done to identify the perceptions students and high school teachers have in regards to racism. Researchers compared and contrasted these perceptions in a rural high school located in rural Georgia consisting of 849 total students and 103 minority students . Participants were selected from a group of the 103 ethnic minority high school students and 68 high school teachers. In most schools, race plays a significant role in considering‟ academic achievements and opportunities, social acceptance, and well-being". Minority students often feel unwanted or unworthy in higher level classes because there is a lack of minority enrollment.
Racial stereotyping is deeply embedded into the America's education system. One may find it difficult to change something that has been engraved in the schooling system since it began in the 1700's. However, racial discrimination is still a regular occurrence in this day and age. For example, a group of Caucasian students threw trash, waved the Confederate flag, and yelled racial slurs at minority students. This horrific incident occurred during the month of October in 2007. Communication and open discussion about differences, similarities, and respect for all students is the only way to close the racial gap. Race should not determine how students are treated. Instead, individuals should be judged on the content of their character.
In conclusion, a student's race and ethnicity undeniably affects their academic performance. This effect can be reduced by educating students about the issue and emphasizing their stereotypes do not need to adversely affect their education. Instead, teachers need to inform students that intelligence and academic performance can be improved through effort and hard work. Educators must have high expectations for all students, regardless of race, gender, socioeconomic status, or perceived ability. Student diversity should not be ignored, but rather, embraced and celebrated. Diversity is an educational asset that provides benefits to all students.